Learning Аctivity as an Effective Way to Develop Meta-Subject and Personal Competencies in Elementary School Students

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Abstract

The article presents data from many years of research that confirms the fact that the system of teaching younger students based on the method of learning activity creates conditions for successful cognitive, social and personal development of children in primary school. Students aged 10—11 show a higher level of mastery of key competencies than their peers who study on the basis of traditional methods and techniques of organizing educational work. It is reliably established that the" developing educational environment” allows children to form higher results on such important indicators of learning ability as the ability to separate the known from the unknown and ask questions about the unknown. The indicators of development of the basics of theoretical thinking (content analysis, depth of planning, reflection) in children who study on the basis of the method of learning activity are higher than in children who study in a traditional school. The "developing educational environment”, in contrast to traditional schools, contributes more to the effective development of children's social competencies - the ability to interact, overcome cognitive conflict, and exercise mutual control and evaluation of actions performed.

General Information

Keywords: developing educational environment, educational environment based of traditional learning content, learning to learn, cognitive meta-subject results, social competence

Journal rubric: Problems of Cultural-Historical and Activity Psychology

Article type: scientific article

DOI: https://doi.org/10.17759/chp.2020160207

For citation: Rubtsov V.V., Ulanovskaya I.M. Learning Аctivity as an Effective Way to Develop Meta-Subject and Personal Competencies in Elementary School Students. Kul'turno-istoricheskaya psikhologiya = Cultural-Historical Psychology, 2020. Vol. 16, no. 2, pp. 51–60. DOI: 10.17759/chp.2020160207.

A Part of Article

One of the key areas of the human activity theory is the theory of learning activity developed in line with the concepts of cultural-historical psychology. Created in the 1960s in the works of outstanding psychologists D.B. Elkonin and V.V. Davydov learning activity theory has become a fundamental scientific platform for the development and implementation of a developmental learning system in Russia.

References

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Information About the Authors

Vitaliy V. Rubtsov, Doctor of Psychology, Professor, Professor, Academician of the Russian Academy of Education, President, Head of the International UNESCO Chair «Cultural-Historical Psychology of Childhood», Moscow State University of Psychology & Education (MSUPE), President of the Federation of Educational Psychologists of Russia, Moscow, Russia, ORCID: https://orcid.org/0000-0002-2050-8587, e-mail: rubtsovvv@mgppu.ru

Irina M. Ulanovskaya, PhD in Psychology, PhD in psychology, Leading researcher, Laboratory of psychology of junor schoolchildren, Federal Scientific Center for Psychological and Interdisciplinary Research, Moscow, Russia, ORCID: https://orcid.org/0000-0001-6605-0615, e-mail: iulanovskaya@mail.ru

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